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‘You Can Take it With You’: Transitions and Transitional Objects in Psychotherapy with Children Who have Learning Disabilities
Author(s) -
Cottis Tamsin
Publication year - 2017
Publication title -
british journal of psychotherapy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.442
H-Index - 17
eISSN - 1752-0118
pISSN - 0265-9883
DOI - 10.1111/bjp.12268
Subject(s) - psychology , psychoanalytic theory , creativity , object (grammar) , everyday life , independence (probability theory) , aggression , child psychotherapy , object relations theory , set (abstract data type) , psychotherapist , transition (genetics) , learning disability , expression (computer science) , psychoanalysis , developmental psychology , social psychology , epistemology , linguistics , philosophy , statistics , mathematics , biochemistry , chemistry , computer science , gene , programming language
This paper will consider what impact a learning disability may have on development and transition in a child's life. With reference to Hollins and Sinason's ‘Three secrets’ (2000), Alvarez's ‘Levels of psychoanalytic work’ (2012), and attachment theory, I will reflect on the development of the self when there is learning disability. The paper will go on to relate Winnicott's paper, ‘Transitional objects and transitional phenomena’ (1953) to the theory and practice of integrative arts child psychotherapy (IACP). In IACP, objects, play and creativity form a central part of the treatment. Drawing on clinical material from my long‐term treatment of two young people in particular, I will link the therapeutic effect of objects with Winnicott's ideas about creativity, aggression, motivation and the expression of self. In the paper I set out how, through the therapeutic use of objects and what I call, ‘object games’ we were able to address the children's experiences of trauma as well as the impact of their disabilities. I will describe the changes I saw in the internal worlds of my patients which in turn led to significant and positive changes in their relationships with self and with others. These changes came, over time, to allow them greater independence and self‐determination in everyday life.